Past Events

The Region 6 Peer Support Advisory Committee (PSAC) to the South Southwest MHTTC meets on a monthly basis to collaborate across the states and tribal communities to identify and address common areas of need and share resources. Based on feedback from the PSAC, and needs identified by peers across Region 6, the MHTTC organizes training and technical assistance focused on peer retention and workforce development. This is a closed meeting.

  Event Description This training focuses on building collaboration and cultivating a culture of inclusivity where everyone feels valued and heard. By learning how to invest in meaningful relationships, participants will work to create a positive and sustainable impact on their workplace environment. The hope is that they will learn ways to identify common goals and interests and empower all members to be a part of the change-making process. Learning Objectives: - Identify opportunities for collaboration and person-centered engagement. - Develop openness towards different perspectives to create a culture of shared decision making. - Enhance communication to reduce misunderstanding and achieve identified goals. Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.

Cognitive Behavior Therapy for Psychosis (CBT-P) is an evidence-based approach to support recovery for individuals experiencing psychosis. Case conceptualization can guide CBT-P individual treatment and team-based treatment in a multidisciplinary setting, such as a First Episode Psychosis (FEP) team. In these monthly case-based learning calls, First Episode Psychosis (FEP) Team Leads and Therapists in MHTTC Region 6 will practice using case conceptualization models for young people on their FEP teams. Each month, up to two providers will have the opportunity to present their case conceptualization and receive feedback from the group. Providers will be asked to submit their case conceptualization one week in advance of the call. Samantha Reznik, PhD, will facilitate the calls. Although the calls will practice using a CBT-P case conceptualization, other modalities may be integrated as clinically indicated by the conceptualization and an emphasis will be placed on shared decision-making and recovery-oriented approaches. Participants should expect to learn basic theory of CBT-P case conceptualization rather than to be competent in provision of full CBT-P. Further CBT-P training options will be discussed during the series.   Interested parties should register by completing this form by December 18, 2023 and expect to share at least one case conceptualization within the six-month series as well as having some materials to review in January. Applications will be reviewed and all applicants will be notified of the status of their selection by January 5, 2024. Accepted participants are expected to share at least one case conceptualization within the six-month series and will have some pre-work materials to review in January.   Facilitator Samantha Reznik is the current research postdoctoral fellow with the Advancing the Early Psychosis Intervention Network in Texas (EPINET-TX) project at the Texas Institute for Excellence in Mental Health (TIEMH), University of Texas at Austin. She has specialized in providing recovery-oriented services to individuals diagnosed with serious mental illness (SMI) and other underserved populations. She completed her PhD in Clinical Psychology at the University of Arizona. She trained in Coordinated Specialty Care (CSC) and Cognitive Behavior Therapy for Psychosis (CBT-P) at the Early Psychosis Intervention Center (EPICenter) in Tucson, Arizona. She completed an advanced clinical fellowship in rehabilitation and recovery for SMI at VA San Diego Healthcare System/University of California San Diego (VASDHS/UCSD), where she expanded her training in CBT-P and learned how to integrate Recovery-Oriented Cognitive Therapy (CT-R). She also completed a Health Resources and Services Administration (HRSA)-funded clinical internship at University of Kansas Medical Center to specialize in working with underserved populations.     Positionality statement:   I have been passionate about CBT-P since I saw how it can be used to effectively partner with young people in service of recovery. One important area of non-expertise in my use of CBT-P is that I do not have lived experience of psychosis or participating in CBT-P. Having a positionality as only provider rather than receiver of services, I am mindful that lived experiences may or may not align with the evidence base of CBT-P. I work to honor each individual’s lived experience of participating in CBT-P by sharing and collaboratively building any case conceptualizations and partnering in setting goals and techniques. I apply CBT-P flexibly and use CBT-P case conceptualization to guide therapy, which often incorporates strategies from other modalities.

Maintaining housing stability in the face of behavioral health issues is the focus of this 90-minute webinar. ABOUT THIS EVENT Sometimes mental health conditions can make maintaining a tenancy difficult. Things can get even more complicated when a housing voucher is involved and an incident results in the tenant facing the loss of not only their housing, but also the subsidy they rely on to help keep a roof over their head. This presentation will talk about the challenges many tenants face when balancing their mental health and a housing voucher, as well as an overview of what tools a tenant and their provider can use to help maintain housing stability. The Northwest MHTTC is proud to offer this webinar in partnership with the Tenant Law Center. Presentation Resources  Slides HUD fact sheet, mental health FACILITATORS   Elizabeth Powell, Staff Attorney Elizabeth Powell has been actively practicing law since she was admitted to the Washington Bar in 2000. She volunteered for the King County Housing Justice Project for years and took the knowledge she gained representing tenants facing evictions into her private practice, where she litigated well over a thousand cases in the last 23 years. She was solo counsel on Thoreson Homes v Prudhon, a Div I published decision which reversed the trial court. She has presented at CLE’s geared towards landlord-tenant litigation and has assisted with litigation and/or settlement of housing cases all over the state. She has handled grievance hearings with PCHA, THA, SHA, and KCHA. She has litigated matters involving the WSLAD, the ADA and service animals, and reasonable accommodation. Kasey Burton, Senior Staff Attorney Kasey Burton is a Senior Staff Attorney at the Tenant Law Center, which provides eviction prevention and tenant advocacy services to King County. Kasey has spent several years practicing landlord-tenant law as both a right-to-counsel attorney for tenants facing eviction and providing eviction prevention assistance, which has allowed her to pursue her passion for housing justice.  Kasey attended the University of Washington for both her Bachelor’s in Political Science, with a minor in Law, Societies, and Justice, and her Juris Doctorate. She is currently working on her Master’s in Public Administration at the University of Colorado Denver and hopes to use this degree to facilitate her engagement in policy change that provides Washington citizens who are tenants or unhoused with the protections they deserve.

This webinar will describe how current Washington state social workers, agencies and sites are crucial partners in social work field education and student learning. There are innovative ways to support these goals for sites, students and supervisors even if you don’t currently have access to an MSW—and you don’t have to live in Seattle!  This presentation is targeted to people working in the state of Washington as information is specific to this area. ABOUT THIS EVENT Field education or practicum is the cornerstone of social work education, where students experience a supervised and supportive learning opportunity where social work knowledge, values and skills are put into practice. We work closely with community agencies and organizations to ensure that real-world experience complements classroom theory and research. Practicum facilitates professional social work competencies and practice behaviors that support a successful career promoting social, racial and economic justice.  Field education sites provide rich learning opportunities for our students who bring the latest social work thinking and research to their positions.  Field Instructors are needed in our BASW or MSW degree programs, and MSW students need placements in Clinical Social Work,  Administration/Policy, or Community-Centered Integrative Practice settings. Have a BASW or MSW + 2 years post-graduate experience and looking for professional growth & connection?  Learn how to become a field instructor! Are you a program or site interested in hosting a social work student?  Learn what it takes to become a practicum site! Wondering how to address workforce challenges and grow future leaders in your programs?  We will describe some innovative partnerships & ideas! Are you thinking about pursuing a BASW or MSW degree but not sure how you would fund your education?  We have options to share! Can you support a student focused on racial equity, social justice, and/or BIPOC community work?  Please contact us so we can discuss! Not located in the greater Puget Sound area?  Students live and work all over Washington state! Join the Office of Field Education staff and field faculty from the University of Washington School of Social Work as we share how we can partner with you as a field instructor, task supervisor, practicum site or other professional opportunities to be involved! Supervising social work students is a fulfilling learning experience that can develop future leaders in a team, organization or community. Offering supervision and mentorship to students supports our field’s dedication to public service and UW SSW offers training and ongoing connections for practicum instructors including onboarding training, ongoing consultation and other opportunities. Learning Objectives: Learn what is required to become a Field Instructor for the BASW or MSW programs Discover if your team or program could host a social work student from UW Understand what supervision is required and the professional development opportunities in our UW Social Work community Hear about social justice outreach efforts to multiple communities to advance our mission Discover ways to facilitate & fund social work education & practicum that impacts your workforce We hope you can join us--if for any reason you cannot attend (or you want to do your homework!) please note the following resources and look forward to hearing from you!  We will also record this for later viewing. Site or Field Instructor Interest page Field Education Faculty FACILITATORS Christina Clayton, MSW, LICSW, SUDP Christina Clayton has been in the behavioral health field since 1993, primarily serving adults who live with severe mental health issues, substance use, experience chronic homelessness, suffer from poor physical health, trauma and any number of co-occurring issues. Christina has education and licenses/credentials in clinical social work, mental health and substance use, and highly values her direct service experience. Prior to joining the MHTTC in 2018, she spent 25 years working in and managing numerous clinical programs. She has provided licensure supervision, training and consultation, and has been a SW Field Instructor since 2000 She is Co-Director for the Northwest Mental Health Technology Transfer Center and Interim Assistant Dean & Director of Field Education for the UW School of Social Work. Arden Hellmann, MSW Arden Hellmann serves as a lecturer and faculty member in the Office of Field Education, working with graduate and undergraduate students. Arden’s work in higher education includes field instruction, lecturing graduate courses, organizational and program development support for the HealthyGen Center, and worked with the Intergroup Dialogue Education & Action program (IDEA). Most recently, she provided offsite field instruction for students placed throughout the Puget Sound region, partnering on students’ learning and teaching teams, helping students link their classroom learning with their applied practice, and supporting and mentoring undergraduate and graduate students. Arden received her MSW from University of Washington and BA from University of Puget Sound in Tacoma, Washington. Mark Bello, BA Mark Bello is the Program Operations Specialist for the UW School of Social Work's Office of Field Education where he has worked since 2018.  He helps coordinate field instructors, sites and partners to establish relationships to facilitate practicum placements.  He works closely with sites and stakeholders to collaborate on practicum opportunities meeting the diverse and mutual needs of agencies, students and communities.  His skills and duties are too numerous to list, but he plays a crucial role in the operations of the Practicum office and answers everyone's questions with efficiency and grace.  He is in contact with all the field faculty, students and other SSW units to assist with data tracking, decision-making, strategic planning, managing our opportunities website and more.   Ren Del Donno        

This session is designed for local education agencies/school districts engaged in school mental health initiatives that provide students and families service referrals. The information will also be relevant to state education agencies seeking to advance policies and procedures that ensure a full spectrum of services are accessible to meet student and family wellness needs.   Learning Objectives Participants who join this session will be able to: 1. Understand and articulate the value of ongoing investment in effective school mental health referral pathways. 2. Leverage best practices to build and refine pathways linking schools, providers, students, and families to support student mental health. 3. Select and apply easy-to-implement tools and templates that improve school mental health referral pathways.   Session overview What level of need warrants referral to an outside provider? Does your team have a communication procedure for a student’s supported re-entry to campus? Are the school mental health providers you work with timely in their intake of students after they have received a referral? This session outlines the benefits off effective school mental health referral pathways. After reviewing best practices, you will be able to improve the consistency and efficiency with which your students are connected to appropriate levels of mental health support. Given the dynamic nature of schools and service agencies, establishing and maintaining good methods of contact and tracking requires regular attention. This session will also provide tools and templates to strengthen your referral pathways, and it will explain how these tools and templates can be adapted to the circumstances and culture of your school system.

  Event Description In this presentation, we will explore the dual nature of diagnoses as both helpful tools in healthcare and limiting labels that can impact self-perception and societal perception. We will examine the limitations of defining oneself or someone solely by a diagnosis and emphasize the importance of embracing a multifaceted identity. By recognizing the complexity and diversity of individuals' experiences, strengths, and aspirations, the goal is to empower individuals to advocate for themselves and others in matters related to mental health and well-being. Ultimately, we want to promote a broader understanding of identity that goes beyond labels and diagnoses, fostering a more inclusive and supportive environment for all. Trainer LaVonne Fox Peltier Dr. LaVonne Fox Peltier serves as a Research Assistant Professor within the Bureau of Evaluation & Research Service, situated in the Department of Education, Health, and Behavioral Studies at the University of North Dakota. A member of the Turtle Mountain Chippewa reservation, she remains deeply connected to her roots. Drawing from her extensive background, she has dedicated her expertise to working with children, youth, and young adults facing mental health challenges both in rural and urban areas as well as within mental health facilities. Dr. Fox Peltier is particularly passionate about developing culturally rooted interventions inspired by Indigenous practices to address mental health issues. In her work, she emphasizes the importance of adopting strength-based approaches, advocating for alternatives to the commonly employed deficit-based practices. She is committed to bridging cultural understanding and mental health care for Indigenous peoples.

  De-escalating a mental health crisis is a very difficult skill set and starts with the worker calming themselves and maintaining their composure as they move toward the situation. Fear elicits a threat response in both the upset person and the one trying to help. This means that without specific strategies it is common for the worker to inadvertently worsen the situation as they react to the “noise” of the situation.   Talking to upset and dysregulated people and keeping the situation calm is a more important skill set than ever before. There is a high level of anxiety in the current culture so when people are stressed by such things as having to wait, feeling disrespected, or being told things that they don’t want to hear, the likelihood of escalation is high. To keep spaces safe for everyone, effective workers need a toolkit of de-escalation responses that help the upset person self-regulate and move toward problem solving. In workplaces that value equity and inclusion, staff use a trauma-informed, non-punitive approach to managing conflict.     LEARNING OBJECTIVES: Examine strategies to ground and reorient oneself in a stressful situation Identify the person’s need and specific concern Describe a de-escalation model for crisis situations Practice verbal strategies for building cooperation and seeking compliance     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 2 continuing education (CE) hours certified by the Minnesota Board of Social Work and the Minnesota Board of Behavioral Health and Therapy. CE certificates are provided by People Incorporated Training Institute.     PRESENTER: Warren Duncan, BS, has had various roles throughout his career working with households experiencing homelessness and multiple barriers to stable housing. He has worked as direct support staff on mobile teams in Permanent Supportive Housing program across the metro area, assisted in outreach efforts for program participants living on the streets and in shelter, provided outreach to property managers and landlords, connecting them to support services in metro and greater Minnesota communities. He has worked to provide support to a network of supportive housing programs and community organizing among County, State, and local community agencies in Southern and Central Minnesota. He is currently overseeing all programming as Program Director for a Minnesota Nonprofit. Warren enjoys facilitating workshops and has led a number of training sessions. Topics include Building Landlord Relationships, Housing First, Harm Reduction, Navigating Conflict, De-escalation, and Mindfulness. Warren grew up in Des Moines, Iowa and moved to Minnesota shortly after graduating from Iowa State University. He currently lives with his family in the Twin Cities western suburbs. He enjoys drawing, painting, and photography in his spare time.   This training is provided by our valued partners at the People Incorporated Training Institute. The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

The Northwest MHTTC is excited to collaborate with the University of Washington's SPIRIT Lab (Supporting Psychosis Innovation through Research, Implementation, & Training) to offer a live learning community in Spring 2024. Topics are grouped as the "Essentials of Care" as they are crucial topics focused on supporting individuals with serious mental illness (SMI) across a range of clinical settings.  Each session includes expert-led instruction and experiential learning Up to 16 hours of Continuing Education (CE) credits* (see bottom of page) are available. ABOUT THE LEARNING COMMUNITY Who is eligible to apply? How do I apply? Members of the mental health/behavioral health workforce who are based in the states of Alaska, Oregon, Idaho & Washington (HHS Region 10) Commitment to attend the whole series is required Each individual must have access to computer/web camera/audio to participate Spots are limited! We will be accepting applications until Friday, March 1, 2024.   Why attend this Learning Community? You will receive incredibly useful training backed by experience and research from a training team committed to helping the workforce feel skilled in serving this population. They have worked in the field and are passionate about training others. You will explore the knowledge, attitude and skills to perform this important work and increase your effectiveness and perspective. Come learn best practice strategies that can be implemented in your work with individuals experiencing SMI to support recovery!   Staff, leaders and teams can benefit in multiple ways: Onboarding for new(er) staff Professional development to expand staff and leadership skill set Increase familiarity, confidence and competence when working with this population Support teams in work settings that may not receive this type of training Hear our podcast episode with the SPIRIT team discussing this Learning Community series and more by CLICKING HERE SESSIONS: Wednesdays, March 13 - May 1, 2024  9 - 11am AK / 10am - 12pm PT / 11am - 1pm MT   Session # and Date Title Description Instructor 1: March 13   Recovery-Based Care   Work toward a better understanding of what recovery-oriented care means and how recovery principles can be enacted in community support settings. Stephen Smith, PhD 2: March 20 Overview of Serious Mental Illness (SMI) Cultivate understanding of SMI signs, symptoms, diagnosis and treatment.   Stephen Smith, PhD 3: March 27   Substance Use and Co-Occurring Disorders A primer on addiction basics with motivational enhancement strategies. Jeff Roskelley, LICSW 4: April 3 Creating a Supportive Environment   Develop knowledge and skills to foster safe and supportive environments that promote recovery.   Shannon Stewart, LMHC 5: April 10 Trauma-Informed Care Learn how trauma and stress affect the body and mind and apply this understanding to working with vulnerable populations. Mel LaBelle III, LMHC 6: April 17 Culturally Responsive Care Practices Foster discussion and education around cultural identities, beliefs, and how to incorporate culturally responsive care practices with empathy and respect. Mel LaBelle III, LMHC 7: April 24 Building Therapeutic Communication Improve knowledge and skills to feel more effective and confident in your communication with individuals experiencing SMI. Shannon Stewart, LMHC 8: May 1 Crisis Response Develop knowledge and skills to work with individuals in crisis. Stephen Smith, PhD Questions: For questions about this series, including eligibility and registration please contact the Northwest MHTTC at [email protected]. FACILITATORS SHANNON STEWART, LMHC (Lead Trainer) is a clinician and trainer for Cognitive Behavioral Therapy for Psychosis (CBTp) within the UW SPIRIT Lab. She graduated from Arizona State University with a dual major in Psychology and Communication while later completing her MA in Community Counseling at Seattle University. Prior to joining the UW Psychiatry Department, she worked in outpatient mental health at Harborview Medical Center providing CBTp treatment and provider consultation to support individuals experiencing Serious Mental Illness (SMI). She also served on Harborview’s First Episode Psychosis (FEP) team providing early intervention evidence-based treatment to individuals navigating the onset of psychotic disorders. In addition to her focus on CBTp, she has significant experience delivering evidence-based employment support services which focus on transitioning individuals experiencing SMI back to meaningful community employment. Shannon’s interests involve understanding/addressing how stigma around SMI creates barriers to access, engagement, therapeutic rapport building and ultimately meaningful recovery. JEFFERY ROSKELLEY, LICSW Jeffery Roskelley, LICSW was trained and received consultation in CBTp with the original Washington state cohort in 2015 and provided direct clinical CBTp counseling to clients at Sunrise Mental Health from 2015 to 2018. Jeff graduated from the University of Utah with a Masters of Social Work degree in 2008, and has worked in several different settings including hospice, as a co-occurring assessment specialist at the University of Utah and as a co-occurring specialist for the Lake Whatcom PACT team in Bellingham WA, where he currently resides. Currently Jeff is a trainer and consultant for the University of Washington and in addition to CBTp, he trains WA state PACT teams in integrated dual diagnosis treatment for co-occurring disorders.   MEL LABELLE III, MA, LMHC Mel LaBelle is currently providing training and consultation for the Cognitive Behavioral Therapy for psychosis (CBTp) project with a focus on CBTp groups. He graduated from Argosy University, Seattle with a Bachelor of Arts in Psychology, and a Master of Arts in Counseling Psychology. Prior to joining the UW Psychiatry Department, he has spent the past 10+ years working in non-profit public health and mental health agencies in the Greater Seattle Area. As a licensed mental health counselor Mel has provided CBTp and other evidence-based therapies to individual clients and groups with a focus on LGBTQIA+ and BIPOC. He has also trained and worked as a mHealth Support Specialist for the University of Washington FOCUS study. Mel’s interests involve using the gestalt of a person’s culture, biosocial history, social support system, and belief structure within group therapy to assist the individual, and other group members, in increased awareness, understanding, and personal efficacy. Stephen Smith, PHD Dr. Stephen M. Smith is a Licensed Clinical Psychologist whose professional mission is, and has been, dedicated to advancing health equity for marginalized communities and individuals experiencing mental health concerns. Of particular interest are concerns related to the experience of psychosis. Dr. Smith has trained in the use of recovery-focused approaches to psychosis, including Cognitive Behavioral Therapy for Psychosis (CBTp) and Recovery-Oriented Cognitive Therapy (CT-R).  Whether providing direct care or training and supporting other treatment providers, Dr. Smith constantly seeks to expand our understanding of the impact of cultural and structural factors on how we conceptualize and respond to individuals experiencing psychosis. Dr. Smith also has a private practice in which he provides psychotherapy specifically for adult men of color.   The SPIRIT Lab has been providing workforce development to practitioners serving individuals with Serious Mental Illness for more than a decade. Driven by a dedication to advancing recovery for individuals and families affected by psychosis, SPIRIT lab faculty and staff provide training and consultation to an array of behavioral health and allied providers in research-based and culturally informed interventions. *CONTINUING EDUCATION CREDIT DETAILS:  Physicians, physician assistants, primary care ARNPs, psychologists, and other health care providers may be eligible for CME or CEUs for completing the course. Retain your Certificate of Completion and verify its suitability for CME/CEUS with your licensing/credentialing entity.  The University of Washington is an approved provider of continuing education for DOH licensed social workers, licensed mental health counselors, licensed marriage and family therapists, psychologists, substance use disorder professionals, nurses and physicians under the provisions of: WAC 246-809-610, WAC 246-809-620,WAC 246-811-200, WAC 246-840-210, WAC 246-919-460 and WAC 246-924-240.

SERIES DESCRIPTION The Central East MHTTC in collaboration with the National Center for School Mental Health is pleased to offer a school mental health webinar series with a focus on advancing high quality, sustainable school mental health from a multi-tiered system of support, trauma sensitive, and culturally responsive and equitable lens. To familiarize yourself with the foundations of school mental health, please review the school mental health guidance document.   LEARNING OBJECTIVES Define racial stress and trauma describe the impacts of racial stress and trauma Identify strategies that can be utilized to discuss race, racism, discrimination, and racial stress and trauma with youth   PRESENTERS Nicole L. Cammack, PhD is a Licensed Clinical Psychologist, Speaker, Media Contributor, and the President and CEO of Black Mental Wellness, Corp and Healing Generations Psychological Services and Consultation Center. She is passionate about mental health awareness, treatment, and reducing the mental health stigma, particularly as it relates to Black communities. Both her clinical and research interests have continually focused on mental health issues specific to the Black community and identifying ways to address the cultural and systemic issues that impact Black mental health and wellness. This passion is what led to the development of Black Mental Wellness, Corp. Dr. Cammack received her Bachelor’s degree in Psychology from Howard University and her Master’s and Ph.D. in Clinical Psychology from The George Washington University.     Dana L. Cunningham, PhD is a Licensed Psychologist in Maryland and Program Director of the Prince George’s School Mental Health Initiative, through the National Center for School Mental Health at the University of Maryland School of Medicine. She is also the Vice President of Community Outreach and Engagement for Black Mental Wellness, Corp., a Co-Facilitator for the National Practice Group on Cultural Responsiveness and Equity through the National Community of Practice on Collaborative School Behavioral Health, a training consultant for Strategies for Youth, and an author. She is passionate about increasing access to mental health care and decreasing mental health stigma in the Black community. She has extensive experience providing professional development and trainings to school staff, as well as technical assistance and support for local and state agencies in the implementation of mental health promotion, youth violence and substance abuse prevention programs. Her research and clinical interests include the development and application of evidence-based practices for youth of color, resilience, and trauma-informed practice. Dr. Cunningham obtained a B.A. in Psychology from Spelman College and her M.A. and Ph.D. in Clinical Psychology from Southern Illinois University at Carbondale.   Jessica S. Henry, PhD is a Licensed Clinical Psychologist in Washington, DC, Maryland, and Georgia, National Consultant, Curriculum Developer, and Author. She is the Co-founder and Vice President of Program Development and Evaluation for Black Mental Wellness, Corp., and Founder and CEO of Community Impact: Consultation & Psychological Services. She is passionate about the mental health of individuals in Black and under-resourced communities and has specialized in increasing access to treatment and providing the highest quality of evidence-based mental health treatment services to underserved youth, families, and adults exposed to traumatic events (e.g., community violence, abuse, neglect). Her research has focused on identifying race-relevant protective factors for African American/Black youth exposed to community violence and racial discrimination. Dr. Henry received her B.S. from Howard University, M.A. from Columbia University, and Ph.D. in Clinical Psychology from The George Washington University. AUDIENCE Educators, Administrators, Health and Behavioral Health Care Professionals, Central East (Region 3) Project AWARE Grantees, Policymakers and Advocates, and Child-Serving Agency Staff

This learning community is closed to select participants.  To learn more about this series, visit the homepage: Implementing Assertive Community Treatment (ACT) in Kansas  

TUESDAY, MARCH 12, 2024 2:00 - 3:15 p.m. PT [Find your local time zone here] Part 2 of 4 in the "Fostering Grief-Readiness Starter Kit Study Session Series" (view series page for full details)   Part 2: Tuesday, March 12, 2024   Temperature Check: How Grief Sensitive are You/Your Org? What’s in Your Sphere of Influence? Stages of Grief Readiness Do Your Research Each session includes opportunities to engage in questions, discussion, and discourse with our faculty and each other.  About the Workshop Series   In the context of loss, this program explores how we as systems leaders, managers, and team members can support ourselves and each other through policy and practice.   Our workplaces experience loss, bereavement and grief: whether it is an employee who is anticipating or healing from the death of a family member or friend, staff mourning the loss of a colleague, or a team experiencing losses in clients and community, our workplace wellness is predicated on how grief ready we are.   Fostering Grief Ready Workplaces: A Starter Kit for Mental Health and School Mental Health Leadership (2023) aims to provide essential ingredients to guide you and your organization through the basics of supporting a grieving workforce.   The PS MHTTC welcomes you to this unique four-part “text study series” in which we dive into the starter kit and through dialogue, discourse and discussion, explore ways in which we can become more grief ready. We’ll spend time with the practical activities and strategies you can employ as well as reflection questions to drive the work.   Session 1: March 5, 2024 Session 2: March 12, 2024 Session 3: March 19, 2024 Session 4: March 26, 2024 All workshops are from 2:00 - 3:15 p.m. PT   Notes:  Please aim to attend all sessions in the series; at minimum, Session 1 on March 5 is foundational for the rest of the sessions and text studies. We offer this series and the guide not to provide a copy-and-paste solution but instead to offer a framework that each individual school counselor or mental health professional would use to begin developing their team’s unique grief readiness plan, recognizing that each participant holds a distinct role and sphere of influence in their school or organization. This text and series are designed for adults in our workplaces navigating grief, rather than for the youth and children we serve; however, there will be a lot of transferable learnings! LEARN MORE ABOUT THIS TRAINING SERIES

  Managing the boundary between personal feelings and professional requirements can be a complex and confusing challenge. Leaders are tasked with managing their own boundaries with supervisees, as well as modeling and coaching supervisees on maintaining appropriate and effective boundaries with others. This class provides a framework for addressing complex ethical dilemmas that often arise in supervisory situations and will assist supervisors in using a grounded approach to addressing conflicts of interest and boundary issues in the workplace.     LEARNING OBJECTIVES: Review boundary concepts and terminology from a leadership perspective Examine biases and reactions when faced with challenging ethical issues Practice using a decision-making framework with strategies for challenging conversations     CONTINUING EDUCATION: Registrants who fully attend this training will be eligible to receive 1 continuing education (CE) hour certified by the Minnesota Board of Social Work. CE certificates are provided by People Incorporated Training Institute.     PRESENTER: Russ Turner, MA, Director of the People Incorporated Training Institute During Russ’s 16-year tenure, he has written and taught thousands of hours of person-centered curriculum to help people become more effective helpers, communicators, and leaders. His audience includes workers and leaders across a wide range of organizations from human services, healthcare, and libraries, to law enforcement and corrections. He trains trainers, works with management, and has consulted and coached on training projects across multiple sectors of the economy. He has worked as an educator for three decades in a variety of countries and settings including Japan, the Czech Republic, and the UK. His teaching philosophy is that adults learn best when they are challenged, the material is applicable to work situations, and sessions are interactive and engaging.     This training is provided by our valued partners at the People Incorporated Training Institute.     The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

  Event Description This workshop will focus on learning how to demonstrate awareness of diversity, equity, and inclusion in service provision through strategies such as cultural humility. Participants will learn to acknowledge and improve responsiveness about decisions, actions, and policies that are shaped by their personal cultural perspective. The goal is for participants to develop an orientation and active engagement towards transitioning to more open and understanding healing environments while improving client engagement. Learning Objectives: Learn ways to validate the experience of others while identifying your own “blind spots” to increase empathy for those we serve. Acknowledge the need for cultural awareness and understanding, through self-reflection to create change and more supportive healing environments. Develop the ability to reframe interactions with others as one of collaborative equals.   Trainer Lamarr Lewis Lamarr Lewis, is a dedicated advocate, author, and agent of change. With a focus on community-based mental and public health, he works with diverse groups including individuals living with psychiatric disabilities, people in recovery from substance abuse, and at-hope youth (He does not use the term at-risk). He is an alumnus of Wittenberg University graduating with a Bachelor of Arts in Sociology with minors in Africana Studies and Religion. He later received his master’s degree in clinical mental health counseling from Argosy University. His career spans over twenty years with experience as a therapist, consultant, public speaker, facilitator, trainer, and human service professional. He has been a featured expert for such organizations as; Boeing, Region IV Public Health Training Center, Fulton County Probate Court, Mississippi Department of Health, the Mississippi Band of Choctaw Indians, and many more. His lifelong mission is to leave the world better than how he found it.

  This is session 1 of the Mindful Monday series, running from March 11 to May 20. Event Description We are excited to announce that Christina Ruggiero, RP, is returning to lead our first Mindful Monday series, Mindful Monday – Experiential Mental Health Practice, for Spring 2024. Join us as we continue to explore and experience different mindfulness practices related to the topics of creativity, rest, and self-care. This series is for anyone who desires to improve their overall well-being, resilience, and mental health.  The practices that are presented in the training are designed for quick and effective implementation both personally and professionally.  For mental and behavioral health practitioners these techniques can be easily incorporate into their practice.  Mindfulness practices are varied and can last anywhere from a couple of minutes to an hour or more. Vishen Lakhiani, Meditation Expert and CEO of Mindvalley, states “You can take a one- to three-minute dip into peacefulness, and you can see remarkable results. The biggest benefits are going to happen in the first few minutes.” Attendees who have participated in past Mindful Monday series have the following to say about the training: “Incredibly validating experience”, “Love doing this- can we do it indefinitely”, “Thank you for this training. It is hard to recognize we also deserve to be heard, have needs/wants and slow down and breathe for a while.” This is a 30-minute interactive training that begins on March 11th and will run every other week through May 20th, 2024.  Each training will feature exercises from different mindfulness disciplines. At the beginning of each session, participants will spend a few minutes grounding and learning about the practice for that day and then spend approximately 15-20 minutes in experiential practice, leaving a few minutes at the end for reflection and discussion. Trainer Christina Ruggiero Master’s Counselling Psychology  Registered Psychotherapist 

  This is a two day in-person training. Please register by February 9! Event Description Location: Denver, Colorado. Details will be emailed pending enrollment Costs: Hotel room, workshop registration, and related materials are provided free of charge by the Mountain Plains MHTTC. The participant will be responsible for travel and meal expenses. Are we, as leaders, truly doing what we can to drive accountability on our teams? Join us for an experiential workshop where we explore what goes into creating and sustaining teams filled with empowered, accountable individuals. Do you know your critical few, the things that absolutely must get done this year for your team and organization to be successful?  Have you meaningfully communicated that and your related expectations to your employees more than once or twice? Are you measuring progress, celebrating wins, and managing breakdowns in follow-through? This workshop is designed to equip leaders with the tools needed to set expectations, drive accountability, and inspire their teams to achieve outstanding results. Participants will: Explore the concept of accountability and its impact on personal and team performance Get clear on what your team truly needs to achieve and where their focus should be Dig into techniques for setting clear, achievable, and measurable expectations Gain practical insights into holding individuals accountable for their responsibilities Discover effective monitoring strategies to ensure progress and identify areas for improvement Discuss techniques for providing constructive feedback and addressing performance gaps Address common barriers to accountability and discover strategies to overcome them Trainer Laurel Smylie Laurel Smylie is an organization development consultant, coach, speaker, Managing Partner and Co-Founder of Four Letter Consulting. Over the course of her career, she has supported household names like Hyatt and Bridgestone evolving their cultures and creating and maintaining high-trust workplaces. She has partnered with organizations like SAG-AFTRA and VRBO in developing and rolling out their organizational values. In her time at Great Place to Work, the organization responsible for  FORTUNE's 100 Best Companies to Work For list, Laurel evaluated company submissions while also supported executive teams in times of transition and organizations in building cultures that serve as competitive advantages. She believes that where you start does not predict where you can go, having supported “toxic” leaders in their transformation to brave leadership, just as she has helped some of the strongest leaders continue to refine their capabilities. Whether a name brand or an organization of 25 people, whatever the industry (and she’s worked in them all), Laurel meets her clients where they are and brings her passion to their unique journey. Whether working with individual managers, functional teams, leadership teams or entire organizations, Laurel can help your team be honest about what’s real, define a clear and inspiring vision and support you in bringing that vision to fruition.

  Event Description This is Session 2 of 2 of Implicit Bias: Advanced Workshop Series. Implicit bias is insidious in nature; we all have them. Many of these biases are formed through inaccurate information, such as stereotypes, the patterns established by oppressive systems, and even by internalized oppression. Since implicit biases operate outside our conscious control, they can be harmful yet unrecognized barriers to collective liberation and to our individual wellbeing. This interactive workshop will cover concepts and strategies for participants to heal from bias and systemic racism in order to better live our values on an individual and systemic level. We will engage in various forms of mindful and contemplative practices and spend time strategizing to embed them into our lives to support our collective healing. Due to time constraints in this workshop, we will not be covering foundational concepts of DEI in these sessions. We will focus on practices to mitigate bias and to interrupt it in others. Therefore, participants must already have a baseline understanding of implicit bias, systemic oppression, social identities, intersectionality, systemic privilege and marginalization, and equity. Learning Objectives: Participants will delve deeper into how implicit bias is formed, how to recognize and redress it in one’s self, and practice talk moves to support them in addressing others’ biases. Participants will explore how to address microaggressions and strategies to scale up their response in order to establish a culture of belonging for every student, family, and staff. Participants will have an open frame to explore the culmination of their learning, delve into resources to continue their work in this topic, and examine scenarios to authentically push their theoretical understanding of implicit bias into praxis. Trainer Dr. Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband, Rob, and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights). Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity, and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential.

DESCRIPTION Transgender people face significant stigma, resulting in mental health disparities. The goal of this webinar is to help mental health providers/trainees better understand stigma toward the transgender community and how it impacts mental health. There will be a special focus on intersectional transgender stigma and evidence-based practices to reduce such stigma (among the general public and in clinical settings). Direct instruction and videos will be used to support this webinar, and tools and resources will be shared with participants during the event.   LEARNING OBJECTIVES Describe the impact of transgender stigma on mental health Define transgender stigma from an intersectional perspective Identify at least two evidence-based approaches to reduce transgender stigma   PRESENTER Joseph S. DeLuca, PhD is a clinical psychologist with expertise in youth mental health (adolescents and young adults), the early stages of psychosis, and stigma. He is an Assistant Professor in the Department of Psychological and Brain Sciences at Fairfield University, and an Assistant Clinical Professor at the Icahn School of Medicine at Mount Sinai.                 View past webinars  

The South Southwest MHTTC hosted the Educator Wellness and Trauma-Informed Classrooms Master Training event for Texas Education Service Centers (ESC).  This optional learning community is a space to share new resources, research, and tools to support the implementation of this training in Texas. We will provide a space to share what is working, any challenges experienced, and brainstorm ways that the South Southwest MHTTC can support the leaders implementing this training. This group meets the first Thursday of every month from 9:00 - 10:00 am CT.

  Event Description This is Session 1 of 2 of Implicit Bias: Advanced Workshop Series. Implicit bias is insidious in nature; we all have them. Many of these biases are formed through inaccurate information, such as stereotypes, the patterns established by oppressive systems, and even by internalized oppression. Since implicit biases operate outside our conscious control, they can be harmful yet unrecognized barriers to collective liberation and to our individual wellbeing. This interactive workshop will cover concepts and strategies for participants to heal from bias and systemic racism in order to better live our values on an individual and systemic level. We will engage in various forms of mindful and contemplative practices and spend time strategizing to embed them into our lives to support our collective healing. Due to time constraints in this workshop, we will not be covering foundational concepts of DEI in these sessions. We will focus on practices to mitigate bias and to interrupt it in others. Therefore, participants must already have a baseline understanding of implicit bias, systemic oppression, social identities, intersectionality, systemic privilege and marginalization, and equity. Learning Objectives: Participants will delve deeper into how implicit bias is formed, how to recognize and redress it in one’s self, and practice talk moves to support them in addressing others’ biases. Participants will explore how to address microaggressions and strategies to scale up their response in order to establish a culture of belonging for every student, family, and staff. Participants will have an open frame to explore the culmination of their learning, delve into resources to continue their work in this topic, and examine scenarios to authentically push their theoretical understanding of implicit bias into praxis. Trainer Dr. Rana Razzaque Dr. Rana Razzaque’s commitment to improving opportunity, access, and inclusion for all children has driven her educational and professional journey. This commitment has deepened over time due to her own lived experiences and the continuous learning she seeks out on a variety of topics related to equity and inclusion, the persistent disparities for marginalized communities, and the deep need to build understanding and empathy through courageous conversations with people from multiple perspectives. Rana was born in Bangladesh, raised in Maryland, spent her adolescence in Texas, and spent a couple of years in Arizona before moving to Denver in 2011. In the warmer months, you might find Rana hiking with her husband, Rob, and her dog Eeyore. She also loves reading (especially fiction and poetry), trying out new recipes to cook, going to concerts, boxing, and indoor rock climbing (even though she is afraid of heights). Rana received her Bachelor’s and Master’s degrees in English Literature from the University of Texas at Austin and Arizona State University, respectively, and focused her thesis research on the impact of literary influence on colonizing South Asia in the 17th century. In 2017, she earned her Doctorate in Educational Leadership and Policy Studies from the University of Denver and focused her dissertation research on how mindfulness influences the culturally responsive practices of educators. Rana has served as Social Emotional Learning Partner in Denver Public Schools, Program Development Coordinator with Sources of Strength, Equity, Diversity, and Inclusion Specialist at Jeffco Public Schools, and is now the Director of Opportunity, Access, and Inclusion at Englewood Schools in Colorado. Her work intersects culturally responsive and sustaining practices with social-emotional learning and transformative educational leadership. Rana’s mission is to ensure that youth and educators have an intentional focus on honoring diverse cultures and identities, utilizing challenges as opportunities to build resilience, and holistically supporting themselves and others to equitably reach their highest potential.

Participants will be able to define a school-wide crisis and an individual student emergency, understand incident management guidelines at each phase, and identify possible barriers to school emergency responses in order to positively engage leadership/staff during an emergency.

About the Event: As mental health care providers work to address the needs of individuals in their day-to-day work, it can be difficult to treat mental health challenges without also treating the underlying contributors to those challenges. The Social Determinants of Mental Health (SDOMH) are the non-medical societal factors that influence the mental health outcomes of patients, peers, and clients. These intersecting conditions in which a person is born, in which they age, live, and work, all factor into that person’s health. If clinicians learn how these factors impact engagement in care and how to measure these factors’ effect on patients’ outcomes, then they can utilize more comprehensive and effective treatment strategies to address mental health needs. In this in-depth training series, which will meet once a week for 3 weeks, mental health clinicians will learn how to identify the SDOMH, how to systematically measure for them in clinical practice, and how to connect patients with the appropriate community resources and partners to address their specific mental health needs. Learning objectives: 1. Describe how the SDOMH impact patients’ mental health, and their access to and engagement in care 2. Discuss the benefits and challenges of implementing tools to measure the SDOMH 3. Describe examples of measurement and assessment tools and how they can be utilized in practice 4. Identify strategies from measurement-based care and trauma-informed care that can aid in integration 5. Develop a plan to integrate SDOMH into practice *This interactive training series includes breakout rooms and group discussions. Participation during breakout rooms and/or group discussions is expected. Each session in the series meets for 90 minutes. *Space is limited for this training session.

TUESDAY, MARCH 5, 2024 2:00 - 3:15 p.m. PT [Find your local time zone here] Part 1 of 4 in the "Fostering Grief-Readiness Starter Kit Study Session Series" (view series page for full details)   Part 1: Tuesday, March 5, 2024 Grief Readiness: The Basics How is Grief Impacting Our Workforce? Grief at Work by the Numbers What might be a benefit of being grief-ready in your own school or workplace? Grief is Not Held Equally in Our Nation Each session includes opportunities to engage in questions, discussion, and discourse with our faculty and each other.  About the Workshop Series   In the context of loss, this program explores how we as systems leaders, managers, and team members can support ourselves and each other through policy and practice.   Our workplaces experience loss, bereavement and grief: whether it is an employee who is anticipating or healing from the death of a family member or friend, staff mourning the loss of a colleague, or a team experiencing losses in clients and community, our workplace wellness is predicated on how grief ready we are.   Fostering Grief Ready Workplaces: A Starter Kit for Mental Health and School Mental Health Leadership (2023) aims to provide essential ingredients to guide you and your organization through the basics of supporting a grieving workforce.   The Pacific Southwest MHTTC welcomes you to this unique four-part “text study series” in which we dive into the starter kit and, through dialogue, discourse and discussion, explore ways in which we can become more grief ready. We’ll spend time with the practical activities and strategies you can employ as well as reflection questions to drive the work.   Session 1: March 5, 2024 Session 2: March 12, 2024 Session 3: March 19, 2024 Session 4: March 26, 2024 All workshops are from 2:00 - 3:15 p.m. PT   Notes:  Please aim to attend all sessions in the series; at minimum, Session 1 on March 5 is foundational for the rest of the sessions and text studies. We offer this series and the guide not to provide a copy-and-paste solution but instead to offer a framework that each individual school counselor or mental health professional would use to begin developing their team’s unique grief readiness plan, recognizing that each participant holds a distinct role and sphere of influence in their school or organization. This text and series are designed for adults in our workplaces navigating grief, rather than for the youth and children we serve; however, there will be a lot of transferable learnings! LEARN MORE ABOUT THIS TRAINING SERIES

  Event Description This didactic lecture will review the conceptual basis and empiric evidence linking firearm access to suicide risk and provide clinicians with basic knowledge, language, and strategies to facilitate secure firearm storage solutions among patients identified as having elevated suicide risk. Trainer Joe Simonetti Joe Simonetti is a clinician investigator with the VA Rocky Mountain MIRECC for Suicide Prevention and Director of Mentorship and Education for the Firearm Injury Prevention Initiative at the University of Colorado Anschutz School of Medicine. His research focuses on developing patient-centered firearm injury prevention interventions for individuals at risk of suicide. As an educator, he works locally and nationally to support VA and community-based clinicians in delivering evidence-based and culturally informed counseling interventions.